NCATE and the Accreditation Process

Conceptual Framework
The Conceptual Framework provides the foundation for the professional commitments and dispositions as specified by the professional education unit. It identifies scholarship, reflective practice, social justice, inclusive community, wellness, and creativity as important core values for the knowledge, skills and dispositions delivered in teaching. These outcomes are conceived and presented as broad ideals to strive for rather than as fixed destinations.  We acknowledge that, whereas teacher candidates and clinical candidates may show variation in achieving these goals, the process of achievement is at the heart of their educational journey.

• Scholarship: Based on a view of scholarship that involves both study and the production of new knowledge, we believe teachers must be scholars who value and engage in life-long learning.
  
  
• Reflective Practice:  We understand the learning process as a fluid, complex, and dialogical process.  Our educational philosophy then, stresses the value of learning through meaningful activity and reflection within a community of scholars/educators.
  
  
• Social Justice:  We recognize learning as a socio-cultural dynamic and therefore seek to frame our learning and service within the cultural, historical, and material contexts of the diverse populations of the New York metropolitan area. Educators must be aware of the ways schools may reproduce hierarchies based on race, class, gender, and sexuality. Awareness should lead to action as teachers embrace their roles as student advocates and active community members.
  
  
• Inclusive Community:  Our conception of learning as a socio-cultural dynamic leads us to a philosophy that embraces community and collaboration. Democratic, collaborative learning communities that welcome diversity and honor the voices of all hold the most promise for individual as well as organizational progress.
  
  
• Wellness: Our conception of learning is holistic. That is, we believe values and personal growth in the physical, mental, social, emotional, and spiritual domains should be nurtured as well as skills and knowledge.
  
  
• Creativity and the Arts:  In line with our emphasis on holistic education is our belief in the value of creative expression and artistic exploration to personal and professional growth.  Creativity and vision are inherent in our conception of the good teacher. The creative process allows us to reflect on our world as well as envision ways of making it more humane, just, and beautiful.

The diagram offered as an appendix to this report (Appendix A) provides an overview of the Ammon School of Education Conceptual Framework and the related Candidate Proficiencies. The six elements described above are listed at the top of the diagram; the proficiencies related to each appear underneath.  These proficiencies have provided an array of "indicators" for the faculty in the development of the curriculum and related assessments that support candidates' development and learning. A complete version of the Conceptual Framework, developed by the School of Education faculty in 2003, is available in the Exhibit Room (Exhibit CF-1 Conceptual Framework) and Adelphi's website (http://education.adelphi.edu/ncate/framework.php). The Conceptual Framework is aligned with the NCATE standards; the alignment with each standard is presented in the appropriate section of this report.  There are ways in which the Conceptual Framework has helped to guide the development of larger initiatives in collaboration with the College of Arts and Sciences, other units of the University, our school/district partners, and other community organizations that merit presentation here.


Scholarship:

• Westbury Oral History Project --A cross-disciplinary, community-based curriculum project exploring the history and culture of an historically African American community on Long Island.  Candidates collaborate with faculty from the College of Arts and Sciences and The Ammon School of Education as well as high school students, teachers, and community leaders in Westbury, New York.
  
  
• Adelphi Research Colloquia—A series of University-wide colloquia about original research topics have been held with participants and attendees from all units of the campus—students and faculty—as well as members of school districts and communities.  In Fall 2006, the unit is sponsoring a series, "On Identity."
  
  
• Doctorate in Audiology--Adelphi, Hofstra, and St. John's Universities have inaugurated a unique program that optimizes the resources and facilities of the three universities. The goal of this innovative program is to train highly skilled specialists in diagnostic and remedial audiology services.
  
  
• Nassau County Teacher Resource and Assistance Center for Technology (TRACT)—A partnership between the unit and TRACT—a professional development organization located within the unit's building—has developed with TRACT administrators serving as adjunct faculty, Adelphi faculty serving as board members, and faculty and students attending the three conferences held by TRACT each year.  In 2005-2006, for example, these conferences were led by Grant Wiggins and Charlotte Danielson.
  
  
• CSETL (Center for the Study of Expertise in Teaching and Learning) Partnership—A non-profit learning community for teachers across New York State (42 principals and teachers from urban, suburban, and rural districts as well as university faculty), CSETL has two full-time faculty from the unit who are collaborators with CSETL teachers in researching best practices.  The faculty members participate in 12 training days annually, support the two annual conferences (with CSETL "fellows" running workshops), and service as liaisons to the faculty overall.

Reflective Practice:

• Capstone Exhibition--Adolescence Education candidates will present their capstone projects as poster sessions at the first annual Capstone Exhibition in December 2006.  Alumni as well as teachers and principals from some of the unit's partner schools are invited as participants, along with STEP students in order to understand what will be expected of them, to generate excitement for what they can accomplish, and to help them begin to envision their own projects.
  

Social Justice:

• Adelphi University-United Nations Conference on Teaching for Peace and Human Rights --An annual event that brings together Peace Educators from around the world.  The conference culminates with a videoconference linking participants at the United Nations with educators from school sites in multiple countries.
  
  
• Building Bridges --An innovative partnership between Adelphi University and the New York City Department of Education, candidates have the opportunity to receive a full scholarship in exchange for their commitment to teach in a New York City public school (in mathematics, science, and TESOL).
  
  
• Service Learning and Composition --An innovative course that explores writing instruction through community service learning projects.  Adelphi students work with area high school and middle school teachers and students to facilitate service learning in diverse settings.
  
  
• Caroline Wambui Mungai Foundation--Established in 2004 as a memorial to a graduate student in Early Childhood Education, this an organization to benefit orphaned children in Nairobi, Kenya and supply them with essentials, such as medical treatment and education. Funds support a Kenyan orphanage (now with 50 children, ages 3-5), as well as offer academic awards and scholarships for qualified candidates in the Early Childhood Education program.

Inclusive Community:

• Retreat on Diversity--The unit held a faculty retreat on December 9, 2005 focused on diversity.  The retreat provided a variety of experiences to enable each faculty member to become more aware of her/his own attitudes and beliefs and to explore ways in which courses and programs currently help candidates to learn about diversity issues and prepare them to work with diverse students.  Faculty also met by program to discuss whether curricular changes needed to be made or if the existing curriculum was deemed sufficient.
  
  
• Speech Programs for the Community—The Speech Clinic in the Communication Sciences and Disorders Department offers a range of programs for members of the community, ranging from TOTtalk (groups for 2-3 year old children with expressive language delays and their parents) to a social language group for teens to a accent modification program for adults who are speakers of other languages.

Wellness:

• HealthNets/Partnerships in Health Conference—An Adelphi-founded professional organization (and conference) that promotes idea exchange among health educators about teaching strategies, research advances in health studies, and career options in the New York metropolitan area.  The March 2006 conference focused on diversity with a wide range of presentations and workshops.

Creativity:

• Alice Hoffman Young Writers Retreat --An intensive writing institute that brings together Adelphi Adolescence Education candidates and area high school students from diverse backgrounds to explore creative writing with accomplished writers and artists.